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Step 1: Determine Power and Supporting Standards# of Total Standards=72# of Power Standards=25# of Support Standards=47
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Standard NumberStandardEnduranceLeverageReadinessExternal
Exam		Power or
Support
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RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.YesYesYesYesPower
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RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.YesYesYesYesPower
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RL.3.3Describe characters in a story and explain how their actions contribute to the sequence of events.YesYesYesYesPower
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RL.3.4Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.YesYesYesYesPower
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RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.YesYesYesYesPower
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RL.3.6.Distinguish their own point of view from that of the narrator or those of the characters.YesYesYesYesSupport
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RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a storyYesYesNoNoSupport
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RL.3.9Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.NoNoNoYesSupport
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RL.3.10By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to textYesYesYesNoSupport
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RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.YesYesYesYesPower
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RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.YesYesYesYesPower
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RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.YesYesYesYesPower
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RI.3.4Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area.YesYesYesYesPower
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RI.3.5Use text features and search tools to locate information relevant to a given topic efficientlyYesYesYesNoSupport
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RI.3.6Distinguish their own point of view from that of the author of a text.YesYesYesYesSupport
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RI.3.7Use information gained from illustrations and the words in a text to demonstrate understanding of the text.YesYesYesYesPower
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RI.3.8Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.YesYesYesYesPower
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RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.YesYesYesYesPower
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RI.3.10By the end of grade 3, read and understand informational texts at the high end of the 2-3 text complexity band proficiently and
independently for sustained periods of time. Connect prior knowledge and experiences to text.		YesYesYesNoSupport
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RF.3.2Create readable documents with legible handwriting (manuscript and cursive).YesNoNoNoSupport
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RF.3.4Know and apply grade-level phonics and word analysis skills in decoding words.YesYesYesYesPower
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RF.3.4.a.Identify and know the meaning of the most common prefixes and derivational suffixes.YesYesYesNoSupport
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RF.3.4.b.Decode words with common Latin suffixesYesYesYesNoSupport
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RF.3.4.c.Decode multisyllabic words.YesYesYesNoSupport
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RF.3.4.d.Read grade-appropriate irregularly spelled words.YesYesYesYesSupport
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RF.3.5Read with sufficient accuracy and fluency to support comprehension.YesYesYesYesPower
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RF.3.5.a.Read on-level text with purpose and understanding.YesYesYesYesPower
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RF.3.5.bRead on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.YesYesYesNoSupport
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RF.3.5.c.Use context to confirm or self-correct word recognition and understanding, rereading as necessaryYesYesYesNoSupport
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W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.YesYesYesNoPower
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W.3.1.a.Organize information and ideas around a topic to plan and prepare to write.YesYesYesYesSupport
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W.3.1.b.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.YesYesYesNoSupport
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W.3.1.c.Provide reasons that support the opinion.YesYesYesNoSupport
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W.3.1.d.Use linking words and phrases to connect opinion and reasons.YesYesYesNoSupport
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W.3.1.e.Provide a concluding statement or section.YesYesYesNoSupport
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W.3.1.f.With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.YesYesYesNoSupport
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W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.YesYesYesYesPower
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W.3.2.a.Organize information and ideas around a topic to plan and prepare to writeYesYesYesNoSupport
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W.3.2.b.Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.YesYesYesNoSupport
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W.3.2.c.Develop the topic with facts, definitions, and details.YesYesYesNoSupport
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W.3.2.d.Use linking words and phrases to connect ideas within categories of information.YesYesYesNoSupport
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W.3.2.e.Provide a concluding statement or section.YesYesYesNoSupport
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W.3.2.f.With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.YesYesYesNoSupport
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W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.		YesYesYesNoPower
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W.3.3.a.Organize information and ideas around a topic to plan and prepare to write.YesYesYesNoSupport
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W.3.3.b.Establish a situation and introduce a narrator, and/or characters; organize an event sequence that unfolds naturally.YesYesYesNoSupport
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W.3.3.c.Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.YesYesYesNoSupport
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W.3.3.d.Use temporal transition words and phrases to signal event order.YesYesYesNoSupport
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W.3.3.e.Provide a sense of closure.YesYesYesNoSupport
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W.3.3.f.With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.YesYesYesNoSupport
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W.3.4With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing
skills) as well as to interact andcollaborate with others.		YesYesYesNoSupport
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W.3.5Conduct short research projects that build knowledge about a topicYesYesYesNoPower
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W.3.6Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
evidence into provided categories		YesYesNoNoSupport
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SL.3.1Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3
topics and texts, building on others’ ideas and expressing their own clearly.		YesYesYesYesPower
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SL.3.1.a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.YesYesNoNoSupport
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SL.3.1.b.Follow agreed-upon rules for discussions.YesYesNoNoSupport
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SL.3.1.cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.YesYesNoNoSupport
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SL.3.1.dExplain their own ideas and understanding in light of the discussion.YesYesNoNoSupport
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SL.3.2Determine the main ideas and supporting details of a text readaloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.		YesYesYesYesPower
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SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.YesYesNoNoSupport
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SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace.YesYesNoNoSupport
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SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or details.		YesYesNoNoSupport
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L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate
proficiency within the 2-3 grammar continuum		YesYesNoNoPower
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L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum.YesYesNoNoSupport
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L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.YesYesYesNoPower
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L.3.3.aChoose words and phrases for effect.YesYesNoNoSupport
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L.3.3b.Recognize and observe differences between the conventions of spoken and written standard English.YesYesNoNoSupport
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L.3.4Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.YesYesYesYesPower
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L.3.5Demonstrate understanding of nuances in word meanings.YesYesYesYesPower
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L.3.5.a.Distinguish the literal and nonliteral meanings of words and phrases in context.YesYesNoNoSupport
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L.3.5.b.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.YesYesNoNoSupport
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L.3.6Acquire and use accurately gradeappropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships.YesYesNoNoSupport
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